Girls leading the conversation: harnessing the potential of podcasting for informal and project-based learning
Abstract This study aimed to explore the implementation of project-based learning (PBL) principles in informal STEM education, focusing on the experiences of Underrepresented Racially Minoritized (UUREM) girls during a week-long residential STEM summer camp. Utilizing a single case study design, the...
Saved in:
| Main Authors: | , , |
|---|---|
| Format: | Article |
| Language: | English |
| Published: |
Springer
2025-01-01
|
| Series: | Discover Education |
| Subjects: | |
| Online Access: | https://doi.org/10.1007/s44217-025-00406-9 |
| Tags: |
Add Tag
No Tags, Be the first to tag this record!
|
| _version_ | 1832585433167429632 |
|---|---|
| author | Marc T. Sager Saki Milton Candace Walkington |
| author_facet | Marc T. Sager Saki Milton Candace Walkington |
| author_sort | Marc T. Sager |
| collection | DOAJ |
| description | Abstract This study aimed to explore the implementation of project-based learning (PBL) principles in informal STEM education, focusing on the experiences of Underrepresented Racially Minoritized (UUREM) girls during a week-long residential STEM summer camp. Utilizing a single case study design, the researchers investigated how PBL facilitates engagement and understanding of STEM concepts through podcasting activities. Participants engaged in immersive exploration, integrating their research on podcasting and interviewing women in STEM fields. Data were collected from participants’ podcast recordings, scripts, and collaborative chat logs. The study revealed insights into collaboration, creativity, scriptwriting, recording, and editing among student groups. Overall, the findings underscore the importance of fostering teamwork and enhancing students’ creative and technical capabilities in project-based learning environments. Integrating PBL within informal learning environments is crucial for supporting UUREM girls in STEM education. This approach not only fosters engagement but also promotes an inclusive atmosphere where diverse perspectives are valued. The study advocates for the expansion of PBL initiatives in informal learning contexts, emphasizing the importance of diversity and inclusion. By empowering UUREM girls through targeted STEM programs, educators can cultivate a generation of confident and capable learners prepared to thrive in STEM fields. |
| format | Article |
| id | doaj-art-7e6bf3ea8f01404690185263b00b588e |
| institution | Kabale University |
| issn | 2731-5525 |
| language | English |
| publishDate | 2025-01-01 |
| publisher | Springer |
| record_format | Article |
| series | Discover Education |
| spelling | doaj-art-7e6bf3ea8f01404690185263b00b588e2025-01-26T12:48:37ZengSpringerDiscover Education2731-55252025-01-014111810.1007/s44217-025-00406-9Girls leading the conversation: harnessing the potential of podcasting for informal and project-based learningMarc T. Sager0Saki Milton1Candace Walkington2Department of Teaching and Learning, Simmons School of Education and Human Development, Southern Methodist UniversityDepartment of Teaching and Learning, Simmons School of Education and Human Development, Southern Methodist UniversityDepartment of Teaching and Learning, Simmons School of Education and Human Development, Southern Methodist UniversityAbstract This study aimed to explore the implementation of project-based learning (PBL) principles in informal STEM education, focusing on the experiences of Underrepresented Racially Minoritized (UUREM) girls during a week-long residential STEM summer camp. Utilizing a single case study design, the researchers investigated how PBL facilitates engagement and understanding of STEM concepts through podcasting activities. Participants engaged in immersive exploration, integrating their research on podcasting and interviewing women in STEM fields. Data were collected from participants’ podcast recordings, scripts, and collaborative chat logs. The study revealed insights into collaboration, creativity, scriptwriting, recording, and editing among student groups. Overall, the findings underscore the importance of fostering teamwork and enhancing students’ creative and technical capabilities in project-based learning environments. Integrating PBL within informal learning environments is crucial for supporting UUREM girls in STEM education. This approach not only fosters engagement but also promotes an inclusive atmosphere where diverse perspectives are valued. The study advocates for the expansion of PBL initiatives in informal learning contexts, emphasizing the importance of diversity and inclusion. By empowering UUREM girls through targeted STEM programs, educators can cultivate a generation of confident and capable learners prepared to thrive in STEM fields.https://doi.org/10.1007/s44217-025-00406-9Girls in STEMInformal science learningUnderrepresented girlsMinoritized girls in STEMSTEM learningProject-based learning |
| spellingShingle | Marc T. Sager Saki Milton Candace Walkington Girls leading the conversation: harnessing the potential of podcasting for informal and project-based learning Discover Education Girls in STEM Informal science learning Underrepresented girls Minoritized girls in STEM STEM learning Project-based learning |
| title | Girls leading the conversation: harnessing the potential of podcasting for informal and project-based learning |
| title_full | Girls leading the conversation: harnessing the potential of podcasting for informal and project-based learning |
| title_fullStr | Girls leading the conversation: harnessing the potential of podcasting for informal and project-based learning |
| title_full_unstemmed | Girls leading the conversation: harnessing the potential of podcasting for informal and project-based learning |
| title_short | Girls leading the conversation: harnessing the potential of podcasting for informal and project-based learning |
| title_sort | girls leading the conversation harnessing the potential of podcasting for informal and project based learning |
| topic | Girls in STEM Informal science learning Underrepresented girls Minoritized girls in STEM STEM learning Project-based learning |
| url | https://doi.org/10.1007/s44217-025-00406-9 |
| work_keys_str_mv | AT marctsager girlsleadingtheconversationharnessingthepotentialofpodcastingforinformalandprojectbasedlearning AT sakimilton girlsleadingtheconversationharnessingthepotentialofpodcastingforinformalandprojectbasedlearning AT candacewalkington girlsleadingtheconversationharnessingthepotentialofpodcastingforinformalandprojectbasedlearning |